Arriscar ao brincar: Análise das perceções de risco em relação ao brincar num grupo de educadoras de infância

Abstract

Recognizing the benefits of risky play for learning and development of children, this research aims to explore risky play perceptions in a group of 13 Portuguese early childhood teachers. This professional group was chosen due to the meaningful influence they have in the type of experiences that children come across in a stage of life where play is an important promoter of global development. Using semi structured interviews, articulated with images of risky play (Sandseter, 2007, 2009a), we tried to understand how risky play situations are interpreted and what are the main gains for children development. Our findings show that in the group of early childhood teachers interviewed risky play is hardly accepted and their evaluation is influenced by different dimensions. Although risky play is not promoted, early childhood teachers recognized benefits in these experiences.